Participatory impact pathways analysis: a practical application of program theory in research-for-development
The Challenge Program on Water and Food pursues food security and poverty alleviation through the efforts of some 50 researchfor- development projects. These involve almost 200 organizations working in nine river basins around the world. An approach was developed to enhance the developmental impact of the program through better impact assessment, to provide a framework for monitoring and evaluation, to permit stakeholders to derive strategic and programmatic lessons for future initiatives, and to provide information that can be used to inform public awareness efforts.
Marisol Estrella (Ed.). (2000). Learning from Change: Issues and Experiences in Participatory Monitoring and Evaluation. Ottawa: International Development Research Centre. 274 pages. (Reviewed by Ronald Mackay)Irving Rootman, Michael Goodstadt, Brian Hyndman, David V. McQueen, Louise Potvin, Jane Springett, & Erio Ziglio (Éds.) (2001). Evaluation in Health Promotion: Principles and Perspectives. WHO Regional Publications, European Series, No. 92, Denmark, 533 pages. (Compte rendu par Nathalie Dubois)
While substantial sums are being invested in the development of organizational and institutional capacities, the design and management of capacity development efforts leaves much to be desired. Few capacity development initiatives have been systematically and thoroughly evaluated. This paper describes the conceptual frameworks and methods used to evaluate a multi-site, regional capacity-development project in Latin America and the Caribbean undertaken to strengthen planning, monitoring and evaluation (PM&E) in agricultural research organizations.
This paper reports on an evaluation of the organizational impacts of the International Service for National Agricultural Research (ISNAR), a non-profit agency with a mandate to strengthen national agricultural research organizations and systems. For the purposes of this study, "organizational impacts" are defined as the effects of ISNAR's activities and outputs on the external environment, organizational motivation, and capacity of client organizations. The article outlines the context and objectives of the evaluation and the conceptual framework developed for it.
The Formative Evaluation of Years 1 And 2 of a Pilot Multicultural/Anti-Racist Educational-Leadership Program
This paper describes the evaluation approach, techniques, and instruments adopted during the first two years of a three-year multicultural/antiracist educational leadership program carried out in six different school boards in four Canadian provinces involving approximately 200 secondary students. The purpose of the evaluation during these first two years was primarily to assist the program coordinators, teachers, and students to plan effectively, monitor progress, and fine-tune their training programs in order to more successfully achieve their objectives.